Implementing Some Pair Work Strategies to Integrate CLT in Teaching of English Language

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2 ELT Vibes: International E-Journal for Research in ELT A QUARTERLY, INDEXED, REFEREED AND PEER REVIEWED OPEN ACCESS INTERNATIONAL E-JOURNAL Impact Factor : 5.10 Article information Volume 3, Number 1. (2017) Article Received: 19/11/2016 Acceptance: 11/12/2016 Implementing Some Pair Work Strategies to Integrate CLT in Teaching of English Language Dr. Sheetal N Rawat Asst. Professor Shikshan Mahavidyalay, Gujarat Vidyapith-A'bad-14 Abstract CLT has been widely accepted as an effective way of teaching language in ESL/EFL contexts. In Communicative Language Teaching(CLT) language learning emphasizes learning to communicate as opposed to learning a set of grammatical rules. Most teachers acknowledge the importance of adopting CLT approach in the classrooms to develop the students communicative competence in English language. Although there are still some who are disinclined to genuinely practice it, there are still those who believe of the effectiveness of CLT approach in enhancing oral skill among language learners. Even though communicative approach has been implemented in textbooks of English, generally teachers use a traditional way of teaching. Classes were mostly teachercentered, and teachers did not use pair work tasks in their lessons, but tended to make the students work as a whole class or individually. A lot of drilling take place in the English classroom, as supposed speaking activities. That means that teachers did not encourage students to communicate meaningfully in pair work situations and in doing so students do not cultivate oral skill for the purpose of communication. Cite this article as: Rawat.S. (2017) Implementing Some Pair Work Strategies to Integrate CLT in Teaching of English Language. ELT Vibes: International E-Journal For Research in ELT. 3(1)

3 This study investigates the role of CLT approach in enhancing oral competencies among second language learners, prospective teachers of B.Ed. within the Indian context by examining its effectiveness through the implementation of certain pair work strategies in classroom teaching of English language. The focus is to investigate how pair work tasks can integrate CLT to enhance oral communication in the language classroom. Key words: Implement, Pair work Strategies, CLT, Integrate, ELT. Introduction The needs of language teaching and proper methodology for it especially when it is English, keep on changing to have pace with the present-day requirements and situations. With the emergence of Communicative Language Teaching(CLT) approach, there have been many innovations in the field of English Language Teaching. CLT is driven by the theory that people acquire new language only by using them in context, not by memorizing words or learning rules in isolation as the activities and games. CLT emphasizes developing students' ability to understand, and make them understood, in a second language. Students learning through CLT are encouraged to communicate in English as much as possible and even made to experiment with unfamiliar structures. CLT generally avoids conventional drills and grammatical analysis in the classroom. It often takes the form of pair and group work in the classroom that requires negotiation and cooperation between learners, fluency based activities that encourage learner to develop their confidence, role-plays in which students practice and develop language functions and make judicious use of grammar and activities focusing upon pronunciation and more of practical usage of language. Generally language teachers use a traditional way of teaching. There were teacher-centered classes, and teachers did not use pair work tasks in their lessons, but tended to make the students work as a whole class or individually. The teaching methods were, and for the most still are, based on the grammar translation and audio lingual methods. A lot of drilling took place in the English classroom, as supposed speaking activities. Dr. Sheetal N Rawat Page 12

4 That means that teachers did not encourage students to communicate meaningfully in pair work situations while the effective language learning takes place through interacting with peers in communicative contexts. This situation allows students to use the target language in a natural context, and it gradually helps them to become better target language users. Pair work is one such collaborative activity that promotes CLT specifically in the classroom for teaching English as a second language. Pair work is learners working together in pairs. One of the main motivations to encourage pair work in the English language classroom is to increase the opportunities for learners to use English in the class. Pair work is the only way of getting everyone in a classroom speaking and listening at the same time. In other words, it is an efficient, productive way of spending precious classroom time. It is somehow difficult to expect that all learners will immediately begin using English to communicate with their peers all the time. But, if at least few of the class use English some of the time, it can be a significant step on the road to promoting greater use of English in pair and group work in the multilingual classroom. Three main principles that can be generalized from CLT practices according to Richards and Rodgers(2001) are 1: The communication principle Learning is promoted by activities involving real communication. 2: The task principle learning is also enhanced through the use of activities in which language is employed. 3:The meaningfulness principle. Learning process is based on language which is meaningful to the students. Activities should consequently be selected according to how well they involve the learners in authentic and meaningful language use. The researchers found that while teaching English to the second language learners these principles can be best implemented in the classroom through pair work or group work. But majority of teachers in Gujarat teach English language with chalk & Talk method, thinking that pair work is not possible in a crowded classrooms of India. In doing so they cannot make their students fluent speaker of their second language, English. Keeping this in mind the researcher who is also a method master of English language thought of implementing some pair work strategies to integrate CLT in her classroom and trying to enhance the oral skill of her teacher trainees who will be the future Dr. Sheetal N Rawat Page 13

5 teachers of the English language at primary and secondary level. An attempt is made by her to enable the prospective teachers to use English language in appropriate context through pair work and therein to learn integration of CLT in English language teaching. Review of Related Literature Research evidence shows that CLT promotes language teaching of English in an effective manner while pair work provides appropriate atmosphere to learners for the use of target language. Wong (1998) in his study of teachers' attitudes towards Communicative Language Teaching (CLT) in Hong Kong found there are significant differences between subject trained and non-subject-trained English teachers' attitudes towards some aspects of CLT and classroom practices. It is suggested that policy makers should review the current English Syllabus and evaluate the suitability of CLT for language teaching in Hong Kong. Ani Mardiah Azmin examined the teachers attitudes and beliefs concerning the use of CLT approach in language classrooms to enhance oral competency among students. Based on the findings, all respondents reflected the attitudes showing that the use of CLT approach does enhance oral competency among students. They have stated that the approach encourages students' participation, promotes confidence, prepares students for real-life communication and develops communication strategies. Pair work is an important component of the communicative approach, and is also a form of collaborative learning. Moon (2000) defines pair work as a strategy to organize them(students) in ways that will maximize opportunities for learning (p.53). Pair work means that students collaborate with their pairs to accomplish tasks and reach its aim.. Moaza Aziz Ahmad Abdulla (2006) studied ways to improve oral communication through pair work strategies not only for classroom use, but also outside the classroom, for young Emirate students who are learning English as a foreign language. The researcher found that using these tasks is an effective strategy to follow in the EFL classroom, and it provides chances for students to learn the language in a meaningful way. Dr. Sheetal N Rawat Page 14

6 She found that students said that they were able to use some of the language they had used during pair work in the classroom for meaningful communication outside school in their daily lives. Furthermore, the students got the chance to learn from each others experience and knowledge about the language as they interacted meaningfully through the languages. The focus of Said Zohairy's (2014) study is in regards with increasing language production in speaking activities for Saudi pre-intermediate college students. Researcher s findings showed some discrepancies between teachers and students perception of pair work strategies. Saudi students prefer to pair up with a higher-level student (L-H) as they tend to rely on colleagues to complete tasks rather than asking teacher to help. On the contrary, teachers prefer same-level pairing to provide equal learning opportunities for all students. Objectives 1. To prepare a set of communicative tasks using pair work strategies to integrate CLT in teaching of English language to the prospective teachers. 2. To provide impetus which help them to develop and enhance their oral skills and to communicate better. 3. To know the effectiveness of pair work strategies to the second language teaching, make an effort to check how the integration of CLT can be the best applicable to the routine teaching-learning process of the classroom. Hypotheses Research Hypothesis. It is not possible to develop oral skills and create understanding for language within the framework of the present structural syllabus and traditional teaching materials. Null Hypothesis. There is no significant difference between mean scores achieved by experimental group in pretest and post test on oral skill using pair work strategies. Dr. Sheetal N Rawat Page 15

7 Variables A set of communicative tasks using pair work strategies was treated as independent variable whereas oral skill in CLT for English Language was treated as the dependent variable. Population and Sample of the study All the prospective teachers of the B. Ed course make the population of the study. As the researcher had to deal with the pair work in the classroom she has selected the students who had English as their main method. The Sample of the present study was all students of Female and 2 Male) prospective teachers. The sample selection method was followed by cluster sampling technique. Delimitation English method in B. Ed. course, i.e. prospective teachers studying in the college of Education of Gujarat Vidyapith, Ahmedabad in the year The sample was consist of 16 (14 of the study: The study was limited to a small sample, namely a group of 16 prospective teachers of B. Ed. Since the study was an experimental study having per-test post-test single group design, only one experimental group was selected for the try out of prepared material. The study dwelt with teaching of only selected communicative tasks. During try out sessions, instruction was focused on several communicative tasks having pair work strategies like Informal telephone conversation, information gap & Classroom communication for enhancing oral skills in English language. Research Method The present study included 'pretest-post-test single group' design. The investigator selected 16 participants. The steps involved were 1: Administering pretest to the subjects of experimental group before the introduction of treatment. 2: Introduction of treatment.3: Administering post-test to the subjects of experimental group after the introduction of treatment. So far as the development of communicative tasks using pair work strategies was concerned, the present research was an applied research. Moreover, in respect of data collection and analysis it was a quantitative research. Dr. Sheetal N Rawat Page 16

8 Tool Construction Pretest and Posttest In order to know the progress of students increasing proficiency in oral skill and to know the effectiveness of pair work strategies in through the implementation of communicative tasks, pretest and post-test was prepared. Components of oral expressions like accuracy, fluency and appropriateness in English language were considered for assessment in the test items. Validity and reliability of the test was determined by item-analysis of the test items and experts opinions. Outline of the Research Exertion The main objective of this study was to test the effectiveness of Pair work strategies and therein to integrate CLT in teaching English language to prospective teachers. while preparing the materials the investigator kept in mind the needs of learners and investigator s own observations. She has prepared a set of communicative tasks with different CLT strategies focusing pair work used for classroom teaching of oral skill in English language. It consisted of three pair work strategies viz. Informal telephone conversation, information gap & Classroom communication. After preparing the material it was revised and finalized as per the suggestions and feedback of ELT experts. for the try out of the communicative tasks. Pretest was administered first to know the entry behavior of the students. Afterward treatment was given to the experimental group of total 16 students in the classroom during school hours. The group was given practice of oral skill for 20 hours within the span of 10 days. Post test was than administered to know the effectiveness of the pair work strategies for developing oral skill of prospective teachers. The data collected was analyzed according to objectives of the research. Dr. Sheetal N Rawat Page 17

9 Analysis and Interpretation: With respect to the third objective of the study Mean, SD and 't' value of the score achieved by prospective teachers on post test were calculated. Table:1 Mean Achievement Scores, Standard Deviation and t-value of experimental group in Pretest and Post test Tests No. of Students Mean St. Deviation t-value Sig. Pretest Post-test It is shown that ' t ' value obtained from the scores on pretest of experimental group and post test of the same group is which is more than 2.58 and therefore significant at 0.01 level. So here Ho 1 There is no significant difference between mean scores achieved by experimental group in pretest and post-test on oral skill using pair work strategies. is not accepted. The mean score of post-test of experimental group is which is significantly higher than mean scores of the same group on pretest which is It also indicates that the experimental group achieves higher score on post test than its pretest. This indicates that the post test performance significantly differs from the achievement test performance with reference to oral skill. So it can be concluded that better performance of the experimental group on post test with reference to oral skill spells the effectiveness of pair work strategies integrating CLT for teaching English language. Findings of the research: 1. The primary findings appeared to indicate that the pair work strategies used in this study for specific teaching and learning of oral skill to integrate CLT in teaching of English language were very effective. It was beneficial for improving oral skill of learners. 2. The experimental group scored significantly higher on post test than pretest. It proves the effectiveness of the pair work strategies. Dr. Sheetal N Rawat Page 18

10 3. The post test performance of the experimental group was significantly higher. The mean score of experimental group with reference to CLT shows that the pair work strategies are beneficial for improving oral skill. Discussion Based on the findings, all prospective teachers enjoyed learning oral skills in English language through communicative tasks having pair work strategies. Their performance showed that the use of CLT does enhance oral skill among future teachers. It was reflected during their classroom interaction in pair work that CLT encourages prospective teachers' participation, promotes confidence, prepares students for real-life communication, and develops communication strategies. It was found that CLT approach followed in pair work strategies is is effective to be used in the language classroom as it enhances teachers' role, and encourages participation from low proficiency students. Conclusion After conducting this study, It is highly recommended that English language teachers should use pair work to develop their young students oral skills. It helps students to use the language in meaningful contexts. Teachers also must remember the importance of giving clear input for their students before asking them to work in pairs. By having communicative activity in CLT, prospective teachers gained the aims of this approach, which are the ability to communicate, recognize the forms meaning, as well as the functions of the language, and they can use them for communication appropriately in any human understanding, critical thinking, organization of the thought, the use of body and voice to communicate and the ability to give and accepts constructive criticism. Dr. Sheetal N Rawat Page 19

11 References 1. Curtain, H. & Dahlberg, C. A. (2004). Language and children: Making the match. N e w York: Pearson Education. 2. Harmer, J. (2001). The practice of English language teaching. London: Longman. 3. Lightbown, P., & Spada, N. (1999). How language are learned. Oxford: Oxford University Press. 4. Littlewood, W. (1984). Communicative Language Teaching. Cambridge: Cambridge 5. University Press.Moon, J. (2000). Children learning English. Oxford: Macmillan Heinemann Publishers. 6. Nunan, D. (2003). Practical English language teaching. New York: McGraw- Hill. Richards, J. & Rodgers, T. (1986). Approaches and methods in language teaching: A description and analysis. Cambridge: Cambridge University Press. 7. Richards, J. (2003). Understanding communication in second language classrooms. 8. Cambridge, UK: Cambridge University Press. Dr. Sheetal N Rawat Page 20

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